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I really liked the idea of using the comic strip for the younger children. I thought my class would really enjoy this.
1st Class: How Does a Rocket Move? (Using Marvin and Milo Balloon Rocket)
Energy & Forces – Forces (Pushes and Pulls)
Investigating how a rocket moves using a balloon rocket inspired by the Marvin and Milo comic strip.I’ll divide them into groups
1 balloon (round or long)
1 drinking straw (cut in half)
1 long piece of string (approx. 2–3 metres)
Tape (masking or sellotape)
Chairs or sturdy supports to tie the stringI will Show the Marvin and Milo balloon rocket comic strip on the board and then I’ll ask lots of guiding questions to get some discussion going and see their prior knowledge:
“What are Marvin and Milo doing?”
“What do you think is going to happen to the balloon?”
“Have you ever let go of a balloon without tying it? What happened?”
“How do you think this is like a real rocket?”Afterwards, I’ll demonstrate the experiment once with the whole class watching:
Show the string set-up tied between two chairs.
Thread the straw through the string and tape the balloon to the straw.
“What do you think will happen when I let go?”
Let the balloon go and observe.I’ll explain that children will now work in groups of 4. Before they start:
Go through the steps slowly with each group to make sure they understand.
Assign clear roles (balloon blower, string holder, taper, releaser).
Ask:
“How much air should we put in the balloon?”
“What will happen if we add more air?”
“What direction do you think the balloon will go?”
“Why do we need the straw and string?”
Children carry out the experiment, test it a few times, and observe.
Encourage group discussion and questioning.Finally, I’ll ask children to draw what happened on their worksheet:
“Can you draw the balloon rocket before and after it moved?”
Label: balloon, string, air, direction.At the end, I’ll Bring everyone back together to discuss:
“What made the balloon move?”
“Where did the air go?”
“How is this like a real rocket?”
“What would happen if there was no air in the balloon?”Finish with:
“What did you enjoy most about being a rocket scientist today?” & Why?I agree, I think this is a wonderful lesson to engage young children with the topic of space. It will certainly enhance this fine motor skills too. What a lovely lesson.
I plan on using the activity ‘what clothes to wear’ lesson to help investigate the weather in an engaging way.
To begin the lesson, I will show the video https://www.youtube.com/watch?v=ZGPsnudVS5c to help engage them and also include some vocabulary; showing different clothes for different seasons.
I will open a discussion about; “What clothes do you recognise?”, “When do you wear a hat/scarf/sunglasses?” & “Why do we wear those clothes?”The children will engage in a sorting game, using real items of clothing for children to explore. Play a sorting game: “Summer or Winter?”. When they are finished I will ask each group to decide what item is for summer or winter and why.
After that, the children will dress-up in stations with clothes from all seasons. Ask children to dress a doll/teddy bear or themselves for summer, winter, autumn, and spring.
There will be lots of questions to guide: “Would you be hot or cold in this?”, “What does the sun do to us? Why do we wear hats and sunglasses?”, “What happens when it’s windy or rainy?”Finally the children will draw a picture of themself dressed for their favourite season. Add labels using new vocabulary. Include sun, clouds, wind, or snow in the background, as discussed, used and shown as the start of the lesson.
Circle time questions: It’s important to reflect on the of the task at hand, to ensure their understanding of the various clothes for the different seasons ;
“What did you learn about clothes and the seasons?” “Why is it important to protect ourselves from the sun?” & “What would you tell a space visitor about what we wear on Earth?”I agree, I think that using clothes as a way of teaching the seasons and the different types of weather is a great way to engage the children and help their understanding of seasons and weather.
“Aliens & Space!”
1st Class
We’ll begin by reading Aliens Love Underpants aloud. It’s a fun, silly story that always captures their attention! I’ve used this book many times and the class will have prior knowledge, but this module has made me think a little more outside the box. I’ll ask lots of questions. (Where do aliens come from?, What do you think space is like? Could you grow plants in space?
I’ll show them a few real images or short video clips from space (e.g., astronauts)Planting Activity : Can plants grow on another planet? Children will plant seeds (cress or beans) in small pots. One will stay in a sunny window and one will be covered to mimic “space conditions” (no light). We’ll observe them over the week and record changes.
Art Activity : Children will create their own alien using collage materials, googly eyes, and art materials. We’ll also create a class Alien Planet mural where each alien can live. (To introduce the understanding of planets)Draw or build a model (using junk art or blocks) of a garden that might grow alien plants or space-food.
We’ll link this to what astronauts need in space; oxygen, food, water and talk about how plants help.We’ll come together in a circle and reflect:
What do plants need to grow? Could they grow in space?
What did you learn about aliens and space? What features do your alien have?Use the tablets to record short clips of children presenting their alien or garden.
I really love the idea of using the ‘universe in a box’ and the constellations shapes and stories activities to help further engage your pupils. This is really engaging way in which to develop their understanding of stars.
I really enjoyed your incorporation of this story and the use of it in the engagement for the younger classes. There’s lots of hands on, inquiry based activities here.
Where Did My Shadow Go?
Energy and forces: light
Junior/ Senior Infants
Engage:
I’ll start by showing the children a short video to spark curiosity “What is a Shadow?” by SciShow Kids https://www.youtube.com/watch?v=lOIGOT88Aqc. We’ll watch it together and then have a quick chat: Have you ever seen your shadow? When do you notice it? What do you think makes it? I’ll encourage them to share their thoughts and any experiences they’ve had with shadows.Investigate:
We’ll head outside on a sunny day and each child will find their shadow. I’ll give them chalk to trace around their feet and their shadow. We’ll come back out at different times and mark it again, noticing if and how it has changed. Back inside, I’ll set up torches and toys in small groups so they can experiment with light, moving it higher, lower, closer, or farther away. They can take photos using the tablets to record what they see.Take the Next Step:
Next, we’ll make simple shadow puppets using card and sticks. I’ll set up a mini stage with a lamp or torch and let them create their own shadow stories or characters. They can record their puppet shows using the iPad or class tablet, using the language displayed on the board for this activity.Reflect:
To finish, we’ll look back at the photos and videos they’ve taken. I’ll ask: What did we learn about shadows? What changes a shadow? We’ll display their chalk drawings and puppets on a classroom wall display.I think that the ‘man on the moon’ and the moon phase dance is a great stimulus and also a great way for inquiry based learning when learning about the moon and the moon phases.
Why Do We Need the Sun?
- Livings things
- Plants and animals
Engage/Questioning:
Begin with a short story or picture book or picture about a day without the sun. Ask children: What do you think would happen if the sun disappeared? Encourage them to share ideas, would plants grow? Would it be warm?Investigate:
Set up simple observations. Place two small trays of soil, one in sunlight, one in shade and plant seeds. Over the week, observe changes. Ask: Which one grows better? Why? Use torches to mimic sunlight and talk about warmth, light, and shadows.Take the Next Step:
Encourage children to draw or build a “sun helper” something that helps plants grow using light. Can they think of ways people use sunlight (solar panels, drying clothes)? Draw and record their observations over a few days. Take photos with the class ipad and put if on their class ebook for investigationsReflect:
Gather the group and ask: What did we learn about the sun? Why is it important? Help them connect their discoveries to everyday life. Record their thoughts on a class poster titled “The Sun Helps Us Because…” What other ways can the sun help living things? Draw some responses . What would you do differently the next time?I think that this inquiry based content really would engage their curiosity. Such wonderful ideas on teaching space.
